As I’ve progressed into my senior year of high school, being self managed is something I am most proud of. Taking on projects, maintaining an internal motivation, and displaying independence are all practices that I have instilled in myself. Whether it be a science fair project or essay, I understand that there is a specific schedule that needs to be kept. Tying into both my responsibility and self-management skills, I strive to see completing tasks as much more than "getting it done." I consistently invest, allowing whatever current endeavor I am exploring to foster growth and augment my skill set. I am always up for a challenge, and love to learn new things and explore new ventures. Although I am extremely self-driven, I am never afraid to ask for help. Learning is a process that requires external guidance; whether it’s from a textbook, facilitator, or peer, I am open to all forms of instruction and am receptive to constructive criticism. In addition, I think there lies a dialectic between receiving help and providing it. When others call me and inquire about current assignments or seek advice on schoolwork, I am eager to help them, understanding that they may be struggling and simply in need of a friend or helping hand.
Whether it be a socratic seminar or group discussion, the conversations I have had at ACLC are the most memorable to me. My ability to communicate ideas clearly in both academic and informal conversation will be an important tool going forward into post-high school endeavors, and the brilliant minds I am surrounded by at ACLC have augmented that ability. I have been able to advance my speaking skills through observation and even trial and error. The only true way to practice communicating is by doing so, and ACLC has pushed me to further these skills both inside and outside the classroom. In addition to communication skills, ACLC has allowed me to bolster critical thinking and problem solving skills. After my final day of precalculus during my junior year, I was immediately fretful. I was so nervous about succeeding in Calculus, but I am happy to say that I have completed the course with an A! Despite the asynchronous organization, I find that my mathematics courses have well prepared me for material beyond the high school curriculum, and I hope to further my skills when I reach higher education. Finally, I am currently semi-fluent in Spanish and am self-teaching Arabic, as I hope to study in the Middle East during my time as an undergraduate. The ability to take language courses at ACLC has ignited a curiosity about global cultures and customs, and I am excited to explore them further in the future.
Throughout my time at ACLC, I have been given the opportunity to take art courses through Peralta College's Dual Enrollment program; pursue a student board representative position on CCEF, encouraging creative educational approaches in all learners; and use critical feminist theory during politics courses. These creative, logical, and visual learning experiences have taught me to approach my coursework and thought processes with creativity, ingenuity, and reason. During my junior-year English 3/4 Beat Generation unit, I contextualized Jack Kerouac's stream-of-consciousness writing with the artwork of John Altoon and Jackson Pollock, seeing their Beatnik philosophies instead of simply reading them. In U.S. history, I chose to read the poetry of Phillis Wheatley to better understand the perspectives of enslaved women in revolutionary America. Through CCEF, I play an active role in contributing to and passing proposals for creative education to continue bringing that ACLC magic to future learners.
Although I am a self-driven learner who values my independence in academic endeavors, I also choose to actively work as a part of a team. This past year,
my friends and I noticed the decline in customers at local Asian-owned businesses and the resulting economic hardship. After we chose to cover this issue for the NPR Student Podcast Challenge project (for English 3/4), We embarked on extensive interviews with Oakland’s Chinatown residents, business owners, and employees regarding the changes they’ve seen as a result of growing fears of the novel coronavirus. We worked as a team to storyboard, write, record, edit, produce, and publish our podcast. After we entered our work into the 2020 NPR Student Podcast Challenge, NPR judges chose it as a top 15 finalist out of over 2000 entries, and I was also given the opportunity to interview with NPR to give production and podcasting tips to future competitors. Not only was I required to work as a team during the production of this podcast, but I also spoke with and interviewed many individuals who were battling the multifarious hurdles of racist media. Additionally, I had to learn how record audio and navigate Audacity, an audio editing software.
Not only has ACLC led me to pursue and cherish a creative, self-driven, and interdisciplinary education, but I am able to lead others in doing the same.